top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 28 May 2019

Leading Special Education Teachers to Envision Evidence-based Metacognitivist Instructional Strategies in Inclusive Education Schools

Zaid N. Al-Shammari

Kuwait University, Kuwait

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.02.02.69

Pages: 373-376

Keywords: Evidence-Based Metacognitivist, Instructional Strategies, Inclusive Education

Abstract

The present study intends to inspire special education teachers to envision ways in which to use evidence-based metacognitivist instructional strategies with a higher effect size than 0.4 in inclusive education schools. These evidence-based instructional strategies included: study skills, concept mapping, and reciprocal teaching. Recommendations are presented to address intensive professional development and workshops for special education teachers.

References

  1. Allen, S., (2003). ‘An analytic comparison of three models of reading strategy instruction,' International Review of Applied Linguistics in Language, 41(4), p319–339.

  2. Al-Shammari, Z., (2012). ‘Using AMLO to improve the quality of teacher education outcomes,' Educational Research Quarterly, 36(1), p48–62.

  3. Al-Shammari, Z., (2018). ‘Inclusive and special education teachers can improve teaching and learning outcomes using AMLO in Kuwait's inclusive education schools,' In International conference on education quality (ICEQ 2018) abstract book (p3). Agadir, Morocco: Ibn Zohr University.

  4. Al-Shammari, Z. (2019A). ‘How well effective evidence-based cognitivism instructional strategies practiced by inclusion classroom teachers in Kuwait?’, Saudi Journal of Special Education.

  5. Al-Shammari, Z. (2019B). Evidence-based teaching strategies with the effect size for all levels of education, 1st ed. Kuwait, Hawally: Islamic Zamzam Library.

  6. Al-Shammari, Z. (2019C). ‘Effects of special education teachers’ specialization and teaching experience on using evidence-based cognitivist instructional strategies in inclusion classrooms,’ Conference: 2nd International Conference on Research in Education, Teaching and Learning. ISBN: 978-609-8239-39-3. p41-45. France, Paris: 19-21 April 2019.

  7. Birbili, M., (2006). ‘Mapping knowledge: Concept maps in early childhood education,' Available at: http://ecrp.uiuc.edu/v8n2/birbili.html.

  8. Chang, W., and Ku, Y. (2015). ‘The effects of note-taking skills instruction on elementary students' reading,' Journal of Educational Research, 108(4), p278–291.

  9. Cornford, I. (2002). ‘Learning-to-learn strategies as a basis for effective lifelong learning,' International Journal of Lifelong Education, 21(4), p357–368. doi:10.1080/02601370210141020

  10. Hattie, J.A. (2009) Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge.

  11. Hattie, J.A., (2011). ‘The argument: Visible teaching and visible learning,' Visible Learning for Teachers, p22–38.

  12. Hattie, J.A., (2015). ‘The applicability of visible learning to higher education,' Scholarship of Teaching and Learning in Psychology, 1(1), p79.

  13. Hattie, J.A., (2017). ‘Updated list of factors influencing student achievement,' Available at: http://www.evidencebasedteaching.org.au/hatties-2017-updated-list/ (Accessed 11 September 2017)

  14. Hornby, G., (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. New York: Springer

  15. Hornby, G., (2018). ‘Eight key evidence-based teaching strategies for all levels of education,' Australian Educational Leader, 40(4), p28–31.

  16. Kelly, M., Moore, D., and Tuck, B. (1994). ‘Reciprocal teaching in a regular primary school classroom,' Journal of Educational Research, 88(1), p53–62.

  17. Kiewra, K.A., (2002). ‘How classroom teachers can help students learn and teach them how to learn,' Theory into Practice, 41(2), p71–80. doi: 10.1207/s15430421tip4102_3

  18. King, C., and Johnson, L. (1999). ‘Constructing meaning via reciprocal teaching,' Reading Research and Instruction, 38(3), p169–186.

  19. Lederer, J., (2000). ‘Reciprocal teaching of social studies in inclusive elementary classrooms,' Journal of Learning Disabilities, 33(1), p91–107.

  20. Oczkus, L. D., (2003). Reciprocal teaching at work: Strategies for improving reading comprehension, Newark, DE: International Reading Association.

  21. Oktarina, P.S. (2018). ‘Innovative teaching strategies for teaching reading: Reciprocal teaching strategy and face story strategy,' Yavana Bhāshā: Journal of English Language Education, 1(1), 58-68.

  22. Palinscar, A.S., and Brown, A.L. (1984). ‘Reciprocal teaching of comprehension fostering and comprehension monitoring activities,' Cognition and Instruction, 1, p117–175.

  23. Shukry-Balaa, R., and El-Hassan, K. (2018). ‘The effect of brain-compatible strategies on problem solving performance of grade 4 and 5 Lebanese students’, European Scientific Journal, 14(19), p149.

  24. Terry, W.S., (2003). Learning and memory: Basic principles, processes, and procedures, 2nd ed. Boston: Allyn and Bacon.

bottom of page